This research aimed to evaluate the interdisciplinary educational intervention effects on knowledge of eating, nutrition, and physical activity in elementary-school students. Participants were 368 school children enrolled in public schools. The research was organized in three stages: pre-intervention, intervention and post-intervention. In pre-intervention, children were evaluated regarding their nutritional status. They also answered questionnaires related to eating and nutrition and physical activity. In the intervention stage, educational interventions were carried out on the same topics for a period of five months; in post-intervention, children answered the same questionnaires applied in pre-intervention. Despite most children having normal nutritional status (58.2%), a high number of students were overweight (38%). In the initial phase, it was found that most children had excellent knowledge of eating, nutrition, and good physical activity knowledge (p-value < 0.05). Educational health intervention significantly increased children’s knowledge of eating, nutrition, and physical activity, when evaluated in the post-intervention period. Both boys and girls increased their knowledge of eating, nutrition, and physical activity after the application of interdisciplinary interventions (p-value < 0.05). A similar effect was observed for children with different nutritional status. It is concluded that interdisciplinary educational interventions carried out for children in an elementary-school environment are effective for improving knowledge of eating, nutrition, and in physical activity, promoting healthier habits among children.

This research aimed to evaluate the effect of interdisciplinary educational interventions on children’s attitudes, knowledge, preferences, and perceptions about different nutrition labels. Four hundred and ten elementary school children, aged between seven and ten years, participated in the research. The children completed questionnaires on attitudes, knowledge, and preferences about nutrition labeling and on perceived healthiness of a food product considering different types of nutrition labels (Pre-Intervention). They then participated in educational interventions as a strategy to address nutrition labeling of foods (Intervention). Finally, the Pre-Intervention questionnaires were reapplied (Post-Intervention). The intervention improved children’s attitudes and knowledge about nutrition labeling. It also showed that this public has a greater preference for labels printed on the front of the food package. The label in the form of a warning was considered the most favorable for comparing the healthiness of the food product among children, while the table was the least preferred. It is concluded that interdisciplinary educational interventions are effective in improving children’s attitudes, knowledge, preferences, and perceptions about different nutrition labels on a food product. The front label model is the most suitable for food packaging aimed at children.

The objective was to evaluate the effect of educational actions on the consumption and knowledge related to the utilization of whole foods in school-age children. Also, to evaluate the physicochemical composition of the products. School-aged children (32) answered a questionnaire on consumption and knowledge about whole food utilization (Pre-Intervention). Then, they participated in theoretical-practical educational actions on the subject (Intervention), which included the preparation of food products with radish residues in cooking workshops. In the Post-Intervention, the children answered the same questionnaire as in the Pre-Intervention. The food products were evaluated in relation to the physicochemical composition. In general, the intervention improved children’s consumption and knowledge about the use of whole foods. The products with radish residue additive, prepared in the cooking workshops, presented high acceptability indices, above 80%. In addition, they were classified with a nutritional profile favorable for human consumption, especially relating to minerals and fiber. It is concluded that educational interventions are effective strategies to improve children’s learning on topics related to the whole utilization of food. Furthermore, food products made with radish residue in cooking workshops show good sensory acceptability among children, besides having a good nutritional profile.

Anais do IX Coninter (2316-266X) - Entre Sabores E Saberes: Oficinas De Culinária Como Estratégia De Educação Alimentar Na Infância

Brazilian cities with actions in Environmental Education and their relations with the Sustainable Development Goals – SDGs O objetivo deste trabalho é compreender quais as ações de Educação Ambiental (EA) vêm sendo desenvolvidas nas cidades brasileiras, por meio de revisão integrativa, e analisar a relação dessas cidades com os Objetivos do Desenvolvimento Sustentável (ODS). A pesquisa foi realizada em três etapas: a) revisão integrativa; b) identificação do nível de desenvolvimento sustentável das cidades; e c) análise e discussão dos dados. Foram selecionados 30 artigos que apresentaram diferentes metodologias para trabalhar a EA. Em geral, as ações eram voltadas à preservação do meio ambiente, por meio da conscientização do público-alvo. As cidades estudadas apresentaram 45% nível médio, 35% nível baixo e 19% nível muito baixo de desenvolvimento sustentável. Conclui-se que para que o nível de desenvolvimento sustentável das cidades torne-se satisfatório, é fundamental que as ações de EA sejam realizadas de forma a abranger toda a cidade e executadas em conjunto com a sociedade com base nos ODS.

Anais do IX Coninter (2316-266X) - Oficinas De Culinária: Ação Educativa Para Alimentação Saudável